Individual differences model applied to instruction and evaluation of large college classes

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Abstract

Describes an approach to evaluating college instruction based on individual differences among students. Data for 99 males and 92 females taught by a self-paced testing method were compared with data for 102 males and 92 females taught by the traditional method. The self-paced method, the Phase Achievement System, is based on a combination of lectures, an audiotape library, assigned readings, and multiple choice tests in a modular format. Students may take the test modules in any order or grouping at 5 different times in the enrollment period; any module may be retaken, and grades are based on a criterion-referenced policy. Data from both the cognitive and affective domains are presented. Results from several modes of analysis culminating in a path analysis corroborate contemporary experimental evidence concerning the determinants of achievement and indicate some advantages of the self-paced method. On the basis of these data, suggestions for future research and for counseling students are made. (29 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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